Please share anything you would like to highlight in regard to your teaching experience and background.
My name is Ms. Corrinne Mann, I am currently on my eighth year of teaching drama in a school setting. For the last four years I have been living in Huizhou, Guangdong and was able to get involved in the local Shenzhen theatre scene (Fringe Theatre Festival, Educational Theatre Association Festivals, Domesticated Humans improv, and The Feast – immersive Shakespeare theatrical troupe). Prior to China I lived in Arizona, USA and worked professionally as a regional actor and director for many years. After obtaining my bachelor’s in theatre from Arizona State University, I spent most of that time with Actor’s Youth Theatre as a resident choreography and artistic director. I have directed/choreographed broadway-style shows including: Hairspray, Singing in the Rain Jr., Catch Me if You Can, James and the Giant Peach, Bonnie & Clyde, and assisted with many more. In 2018, I co-directed and produced an original musical called Bathtub Gin, which is a historical, Prohibition-Era musical with an immersive speakeasy style. If you want to hear more, or you love theatre, let’s grab a coffee.
When did you decide to become a teacher, and why did you choose this field?
You could say that I followed in the footsteps of my mother. She was involved with theatre education for over 30 years and was the founder of two performing arts schools. My journey began in the professional performing world and moved naturally in the directing and teaching direction.
How do you hope to make a difference at Concordia?
Concordia has a strong performing arts reputation. I hope to maintain this level of quality while also continuing to the support and grow the drama program in the middle and high school.
What is your teaching philosophy? Describe your teaching style.
I am an avid advocate of the arts. I believe that visual and performance art have the power to mirror humanity in an impactful way. Through the process of creation, performance and observation we have the opportunity as artists and audience to transform ourselves into more empathetic and accepting beings.
In the classroom, I aim to empower student agency. The end goal is not just a beautiful performance, it is the growth in confidence of the individuals and understanding of this world and what it could be. We study different styles and practitioners such as Stanislavski, Boal, Frantic Assembly, and Second City to gain exposure and deeper understanding of theatre. Once students are equipped with basic drama skills and knowledge, I let them lead and see where their creativity takes us.
How do you motivate your students to become Active Global Citizens/Principled-centered leaders and team members/Effective Communicators/Insightful Learners/Reflective Spiritual Beings?
Drama is an excellent environment to develop effective communication skills. Each class is an opportunity for students to create something memorable, even if it fails; in fact I encourage failure. Being able to personally assess “what went well”, “what could be improved” and “what was learned” are invaulable abilities in the realm of communication. Discussing these items with a partner or group, helps build a foundation of transferrable confidence when encountering life conflicts or contentions.
What do you enjoy most about working with students here at Concordia?
These students are PASSIONATE. It makes a world of difference when a class begins and everyone is focused with a drive to learn the content. I can sense that Concordia students want to give their best efforts in all their pursuits, whether its academic, artistic or athletic.
How are creativity & innovative thinking/critical thinking integrated into your classroom?
One of my favorite projects in middle school drama is the original character creation unit. We spend time exploring the “The Seven Ages of (Hu)man” (William Shakespeare) and build a variety of imagined characters to role-play in scenes. Once the actors connect with a character they enjoy, they begin the psychological deep dive into this person’s world. Actors consider the physical and emotional traits, socio-economic background, societal norms in which they live, and personal objectives and motivations. With this information, actors then write a monologue that reveals this character in a critical moment of their life. The students then practice and memorize this speech for an immersive in-class performance. Through this project, actors exercise their critical thinking and empathy skills to build and portray a believable character with real life problems. The final outcomes always surprise and educates me.
In your opinion, why is STEM/Fine Arts/PE education so important?
A world without art, music, dance, sports, innovation and creativity is a world that is dehydrated. Though not every student will be the next Picasso, Meryl Streep, or Messi, studying the arts and athletics builds an appreciation for culture and community that will carry over to adulthood. It connects our young people to humanity and can be a source of happiness, expression and release for their lifetime.
Do you have a favorite quote about teaching/education?
“In learning you will teach, and in teaching you will learn.” – Phil Collins
I was afraid that once I started teaching I would cease to progress myself. That, however, has proven to be false. My own performance craft has improved by the lessons I have learned from my students; in all honesty, we teach each other.
